Click on the passage above to visit the site and view many free resources.​***********************************************************************

Courage and Conviction* Guidelines:

World War II General Douglas MacArthur once said, “Last, but by no means least, courage of one’s convictions, the courage to see things through. The world is in a constant conspiracy against the brave. It’s the age-old struggle—the roar of the crowd on one side and voice of your conscience on the other.” Throughout mankind, historical figures and leaders have constantly faced the struggle of doing what is easy versus doing what is right. From ancient Rome to colonial America to modern day U.S. politics, we are often reminded of the challenges that come from standing up for what one believes is right and just.

For the 5th consecutive year, the National History Club and The HBE Foundation are proud to co-sponsor the “Lessons of Leadership” Contest. We encourage middle and high school students from across the country to select a historical figure (domestic or foreign, ancient or modern) and examine how that person displayed courageand conviction with a decision they made or throughout his/her life. Contest entries can be submitted in any three of the following formats:

* An essay of no less than 500 words and not more than 2,000 words, supplemented with a bibliography and endnotes. Entries may be submitted in either of the following forms: 1) Microsoft Word document or 2) PDF document.

* A documentary or PowerPoint presentation that reflects your ability to communicate your figure’s importance, and also helps you develop skills in using photographs, video, graphic presentations, etc. Documentaries should not exceed more than 10 minutes, and sources used should be credited through a bibliography.

* A website that reflects your ability to use website design software and computer technology to communicate how your historical figure influenced history. Your website should include a collection of web pages, interconnected with hyperlinks, that presents primary and secondary sources and interactive multimedia. Sources used should be credited through a bibliography.

All entries must be received by April 10, 2019 and can be emailed to Bob Nasson at rnasson@nationalhistoryclub.org (please type “Lessons of Leadership” in the subject line). Submissions will be judged by the NHC Advisory Board and winners will be announced at the end of April.

Read about the 14th Annual Federal Trials and Great Debates in U.S. History summer institute in Washington, DC, June 23-28, 2019. Go to the Professional Development/Travel tab (under Teacher Resources) for details! **************************************************************************

Be a part of the World War I Centennial! Register for Who They Were and download the Educator's Guide and Student Activity Toolkit today!Sponsored by the U.S. World War I Centennial Commission, Who They Were seeks to engage students in centennial commemoration activities and help them learn about America’s World War I generation. By participating in Who They Were, young people across the country will join a special once-in-a-century effort to remember the men and women from their communities who served our country 100 years ago.The activity can be done by individuals or groups in a variety of settings using our Who They Were Activity Toolkit. Using the Who They Were Educators Guide, teachers assist students in the creation of a short presentation about their community’s World War I generation. This information then can be presented at their school or at a local event. See examples of completed narratives.After sharing what they have learned, teachers and students can share their presentation and information on the Who They Were map (this availability is coming soon). Students also will be able to see what other classes or groups from around the country have discovered about their own World War I generations and be part of the larger national World War I commemoration.In addition, a national version of Who They Were will be presented at special commemorative events on the centennial of the Armistice that ended the war, Veterans Day, November 11, 2018, and on Memorial Day 2019.

Here is one example of the power of active, engaged students:

Durham Museum Digital Learning Opportunities

The Durham Museum’s digital learning program offers unique opportunities for learners of all ages. Taught by educators, these engaging and interactive classes follow National and State Social Studies Standards and are filled with primary sources featuring artifacts, videos, and photographs along with pre- and post-visit activities. Each session lasts 30 minutes (time can be made flexible; Virtual Vault opportunities are approximately 15 minutes). Each session should be booked at least two weeks in advance. ​ALL ABOARD (RECOMMENDED FOR GRADES K-5) Hop aboard our passengers cars, steam engine and caboose for an authentic look at train travel and how it shaped our country! This class includes an authentic 1950’s video that will show students what it was really like to travel during this incredible time in history.

HISTORIC SCHOOLROOM (RECOMMENDED FOR GRADES K-5) Step back to the 1890’s and see how different it was to attend a one-room school! Explore daily life from this time period through artifacts, stories and reciting real lessons students did in their classroom. Who will be the spelling bee champion or have the best penmanship? Find out in our virtual one-room schoolhouse!

NATIVE AMERICAN LIFE (RECOMMENDED FOR GRADES K-5) Explore the life of the Plains Indians tribes. Enter the Durham Museum’s tepee and earth lodge to interact with Native American artifacts and meet Scout, our resident buffalo. Learn how the Native Americans used the resources around them throughout the centuries, before showing off your own buffalo artifact creation!PIONEER LIFE (RECOMMENDED FOR GRADES K-5) Visit our log cabin and experience the life of a Great Plains pioneer. Students will take part in a “choose your adventure” session where they will have to make the tough choices the pioneers had to make as they prepared to travel west and build a new life!

Building of the Transcontinental Railroad(Recommend for Grades 4-8)In 1863, President Lincoln signed a document that designated the eastern terminus of the proposed transcontinental rail route in Omaha, Nebraska. Within a short time dirt was flying in Nebraska and California where the western route was started. Thousands of workers, supply trains and equipment were used to complete this project and connect the United States. After six years, the rails were joined at Promontory Point, Utah on May 10, 1869. Art Deco in Architecture(Recommended for Grades 5-8)Experience Omaha’s Union Station, a world-renowned example of Art Deco Architecture. Built in 1931, Union Station’s style represents the power, strength, and masculinity of the railroad industry it housed. This videoconference will allow viewers to explore the history of the building as well as the intricate details that make up this specific architectural style.Other Virtual Field Trips:In addition to the fantastic digital learning opportunities listed above, we also offer the following classes as virtual field trips.

All Aboard//Historic Schoolroom//Neighborhood Store//Pioneer Life//Native American LifeVirtual Vault:The Durham Museum’s Virtual Vault is a unique opportunity to see behind-the-scenes while learning about a topic that your class is studying! These 15-minute experiences are perfect as an introduction to many topics in your classroom and take students into the vault to view artifacts about the following topics:WWII Trunk // Money Matters // Exploring Maps // Unique Nebraska // Retro TechFor more information on our Digital Learning opportunities, contact:Kim Doubek Abby Jungkdoubek@durhammuseum.orgajung@durhammuseum.org402.444.5027 ext. 562 402.444.5027 ext. 528

Free Display to Commemorate the 100th Anniversary of the 19th AmendmentWe’re offering a limited number of free pop-up displays called Rightfully Hers to schools and cultural institutions nationwide.The display contains simple messages exploring the sometimes complex history of the 19th amendment’s ratification, women’s voting rights before and after the 19th amendment, and its impact today.

Display details:

Free pop-up display from the National Archives

Lightweight, easy to set up, and versatile

Pop-up display requires no tools or walls, and can be set up in any public area

Mariah Pol is a teacher fellow with the Korean War Legacy Foundation. She is leading a project on the coverage of Korea versus China and Japan in high school social studies textbooks. Currently, she is trying to figure out what textbooks are used the most throughout the US.

This very brief survey is for high school social studies teachers. It asks for their state, course subject, and textbook used. If you'd like to take a moment to participate, please go to:www.surveymonkey.com/r/LRJMT3B

The Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University has recently completed a project for the National Cemetery Administration (NCA), which features learning modules for high school students about the history of the Alexandria National Cemetery. To preview, visit www.forustheliving.org.

For Us the Living: Learning from the Stories of the Alexandria National Cemetery will launch in Fall 2018. We are delighted to connect students and teachers around the country with the unique primary sources that have been made available to the public.​**********************************************************************************

"The United States World War One Centennial Commission and the National WWI Museum and Memorial are dedicated to educating the public about the causes, events, and consequences of the conflict and we encourage the use of these resources to better understand the Great War and its enduring impact on the global community." **************************************************************************************

New FREE Curriculum (Click link below and "purchase" for a free download.)Japanese American Incarceration in World War IIJapanese American Incarceration in World War II draws students into the history of Japanese American incarceration in the United States. To better understand this history, students examine U.S.-Japanese relations before World War II, the varied experiences of incarcerated Japanese Americans, and the ways that members of the Japanese American community and others in the United States have remembered and continue to remember incarceration. *******************************************************************

We often think of the impact of World War I in terms of destruction - the millions of soldier and civilian casualties, the devastation wrought by mortars and bullets, the cities reduced to rubble, the upheaval of governments and countries - but the war left an equal impact on creativity through the arts.

Art and music served as outlets to mankind's expression of war and suffering, generating and popularizing modern movements: The rise of Dadaism, Jazz and the avant-garde, the decline of Realism and sentimentality.

In this issue of Understanding the Great War, we look at WWI through the lens of the arts as it was revolutionized by the conflict, a conflict that continues to inspire and horrify, leaving its mark even today.

******************************************************************* Call for Pedagogical Proposals—1938Projekt by The Leo Baeck Institute– New York | Berlin

The Leo Baeck Institute– New York | Berlin (LBI) has developed the 1938Projekt, a daily calendar that chronicles the events of 1938 in Germany, Austria, and around the world. LBI invites educators to use the calendar and related materials in their teaching materials (assignments, lesson plans, short educational research projects, syllabi of courses, etc.). We will share the submissions on the 1938Projektwebsite pedagogical approaches based on the project.

In 1938, the National Socialists expanded their grip on Central Europe and launched a campaign of mass violence against Jews in a series of events that together constitute a threshold year in Jewish history and world history. Eighty years later, Leo Baeck Institute is commemorating the experiences of German-speaking Jews that year by publishing a prime source document for each day of 1938 in an online calendar.

The 1938Projekt focuses on personal stories by presenting documents from LBI’s own archives and those of numerous partner institutions. Every day, a new document—a letter, a transit visa application, medical record, a diary entry, a photograph, press clipping—is published at www.1938projekt.org and broadcast via social media. Each document reflects the experiences and private impressions of its former owner as they grappled with the loss of their rights, their livelihoods, their homes, and their personal security. In the shadow of major events: the Anschluss, the Evian Conference, the Treaty of Munich, the invasion of the Sudetenland, the Kristallnacht, and the Kindertransport—these documents tell hundreds of personal stories that bring us closer to the fears, hopes, and choices made in the face of the approaching disaster.

The 1938Projekt is a unique collection of primary sources, often made available for the first time, that may serve as a prolific educational resource, opening up many directions and methods for investigating archival documents. The project lends itself to explore critical issues, such as the study of minorities, ethnic persecution, hate speech, but also to investigate media coverage and propaganda in turbulent times— bringing historical contexts and new understandings to the timely matters of the world today.

We are collecting submissions (PDF documents) in two age categories: high school and college students. The format of submissions is open, but should include: age category/type of school, discipline, intended learning outcomes, and ready-to-use description of activities, and a 50-word bio. We welcome submissions already tested in classroom setting, with comments on students’ responses.The first deadline for submissions is June 30. PDF documents should be sent to 1938@lbi.cjh.org .All the submissions will be published on the 1938Projekt website, www.1938projekt.org

Please subscribe our newsletter to receive weekly updates on the project:www.1938projekt.org/signup and follow the project on social media.

About Leo Baeck InstituteLeo Baeck Institute was founded in 1955 by a circle of émigré Jewish intellectuals who resolved to document the vibrant German-speaking Jewish culture that had been nearly extinguished in the Holocaust. In the decades since, LBI has worked to fulfill that mission by building a world-class research collection. With an 80,000 volume library, millions of pages of archival documents, 25,000 photographs, 8,000 art objects, 2,000 memoirs, and hundreds of oral histories, our collections document centuries of Jewish life in central Europe.​************************************************************************************************************

Big History ProjectConversations from the Community: Engaging StakeholdersOne of the most frequently asked questions about BHP is, “How can I get my principal/fellow teachers/director on board?” This question was recently raised on Yammer where teachers discussed the vetting process when considering teaching BHP, and how to bring parents and school stakeholders on board.“I'm looking to have this course taught for the first time in my school system next year. I am beginning the vetting process for the course, and trying to bring everyone on board. Has anyone else done this before? I would love advice or resources that you may have.”Here are links to two of their favorite resources for working with stakeholders:

BHP Research Summary: Big History Project helps even struggling students engage with challenging content and improve their writing. Download the research summary, authored in partnership with the University of Michigan, to see the data and learn more.

Through a grant from the Library of Congress Teaching with Primary Sources (TPS) program, the State Historical Society of Iowa developed Primary Source Sets to help educators meet the Iowa history standards within the Iowa Core in Social Studies. These Primary Source Sets address national and international history as well as Iowa’s history within each set.

Primary Source Toolkit Are you new to using primary sources or unsure of how to use primary sources with your students? Download the Primary Source Set Toolkit to learn how primary sources can bring history to life. The toolkit has information for teaching students of all ages, kindergarten through 12th grade and older. This toolkit can be used with Primary Source Sets or any primary source you bring to the classroom.

The Holocaust, Genocide and Human Rights ViolationsV-NEP produced 22 short videos on the Holocaust, Genocide and Human Rights Violations. V-NEP Film Links PDFPlease note our content advisory warnings on the Vimeo films for grade-level sensitivity.V-NEP Holocaust, Genocide, Human RigKen Burns, notable world history documentarian and filmmaker, is releasing his Vietnam War series mid-September 2017. V-NEP encourages you to utilize our free resources on Vietnam in your classrooms today. See our highly engaging Vietnam clips from our Global Awareness Map on the country and American relationship with Vietnam:Global Map: ViVietnam War Our team produced a military history documentary on the Vietnam War entitled: "Out-takes from Vietnam: The American Humanitarian Effort." The V-NEP team spliced the film into usable classroom videos to pair with our curriculum. Please utilize our free resources in your classrooms:V-NEP Vietnam War Clips on VimeoV-NEP plans to produce 100 more short videos by December 2017, that can be used in teaching efforts on the Vietnam War for Spring 2018.Contact us at http://v-nep.org for more information.​

Black History Month--Resources from Choices from Brown UniversityA Forgotten History: The Slave Trade and Slavery in New England uses readings and activities to help students explore the institution of slavery in New England. Students also think critically about how history, and the telling of history, affects people today.

Colonization and Independence in Africa invites students to think critically about colonial and decolonial efforts in Africa. The readings and activities challenge students to consider the perspectives of Africans–particularly Algerians, Congolese, Ghanaians and Kenyans–and the ways in which they responded to European colonialism.

Freedom Now: The Civil Rights Movement in Mississippi explores the history of the civil rights movement at the local and national level. Students complete readings and activities that equip them to think more complexly about how people from different backgrounds experienced and understood the civil rights movement. Online Lessons

***********************************************************************************************************​In commemoration of Freedom Summer, we are proud to release our award-winning documentary The Road to Little Rockand Common Core-aligned curriculum. We produced the film and curriculum to foster critical thinking and vigorous debate about the American civil rights movement, and to spotlight unsung American heroes who are often relegated to footnotes in standard American history textbooks.

The Road to Little Rock is a thirty-minute documentary that vividly showcases not only the oppressive nature of American racial segregation, but also the spirit and determination of nine children who, in the face of such adversity, sought enrollment at Little Rock’s Central High School in 1957. It also unearths the courageous story of Judge Ronald Davies who, against entrenched opposition, sided with those students and demanded the school district’s integration. The elementary school version (DVD or digital download) and the secondary school version are now available for $24.95.

The documentary features never before seen interviews with members of the Little Rock Nine, along with Supreme Court Justice Stephen Breyer and other witnesses and experts. It is a microcosm of the larger American Civil Rights Movement and, as such, an invaluable teaching tool.​***********************************************************************************************************

History in Dispute: Charlottesville and Confederate MonumentsIn this freeonline lesson students will:

Understand the idea of historical memory.

Contextualize recent events in Charlottesville within a larger historical controversy.

Apply the concept of historical memory to the controversy over Confederate monuments.

Appraise media sources that express a range of views on Confederate monuments.

USE this free link: http://choices.edu/resources/twtn/twtn-charlottesville.php?utm_source=Choices+Newsletter+List&utm_campaign=fec72b51a2-EMAIL_CAMPAIGN_2017_07_19&utm_medium=email&utm_term=0_af2c96b5f0-fec72b51a2-51103937&mc_cid=fec72b51a2&mc_eid=ZRi51TJPaC

The Watson Institute for International and Public AffairsOur mailing address is:The Choices ProgramBrown University - Box 1948Providence, RI 02912

Teach with S(u)tories"Create and share visual stories.Together.Cooler than a slide, more dynamic than an essay. Imaginative and user friendly."www.sutori.com/

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